ACCESSIBILITY AND THE RIGHT TO EDUCATION: PUBLIC POLICIES AND THEIR IMPLEMENTATION

Abstract

Accessibility in the educational context is not just about removing physical barriers, but also about creating an inclusive environment where all students, regardless of their abilities or backgrounds, can be fully involved in the learning process. This summary analyzes the intersection between accessibility and the right to education, highlighting the importance of public policies in the design and implementation of strategies that ensure these rights. The choice of the theme is justified by the social and educational relevance of inclusion, evidenced by the difficulties that many students face. The main objective of the study is to evaluate the effectiveness of inclusion policies and identify obstacles in their implementation. The methodology adopted consists of a bibliographic approach, which analyzes the relevant legislation and practical experiences in different educational contexts. The main results indicate that, despite a normative framework that supports access to education, the application of laws faces challenges such as insufficient funding and resistance to cultural changes in schools. In addition, the voices of students with disabilities and their families often remain underrepresented in public policy discussions. The conclusions emphasize that inclusion in the education system requires a multidisciplinary strategy, involving diverse partners such as government, educational institutions, and civil society. The critical analysis of experiences, both positive and negative, offers subsidies for the identification of good practices and recommendations for the improvement of educational policies, aiming beyond the right to education, the promotion of an inclusive culture that values diversity.